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A human rights-based approach to the administration of criminal justice in cases of trafficking in persons 2012, para. 102
- Paragraph text
- Lastly, the Special Rapporteur urges States to intensify efforts to strengthen the technical capacity of criminal justice administrators, in particular, that of judges, prosecutors and the police. A comprehensive curriculum on trafficking in persons, including online courses, should be mainstreamed in ongoing education training programmes.
- Body
- Special Rapporteur on trafficking in persons, especially in women and children
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Governance & Rule of Law
- Violence
- Year
- 2012
Paragraph
A United Nations literacy decade: education for all (2000), para. 02
- Original document
- Paragraph text
- Recalling that in the Universal Declaration of Human Rights, 1 the International Covenant on Economic, Social and Cultural Rights 2 and the Convention on the Rights of the Child the right of every individual to education is recognized as inalienable,
- Topic(s)
- Education
- Governance & Rule of Law
Paragraph
A United Nations literacy decade: education for all (2000), para. 19
- Original document
- Paragraph text
- 7. Invites Member States, the specialized agencies and other organizations of the United Nations system as well as relevant intergovernmental and non-governmental organizations to intensify further their efforts to implement effectively the World Declaration on Education for All, 8 the Amman Affirmation, the Hamburg Declaration on Adult Learning, adopted at the Fifth International Conference on Adult Education, 6 and the Agenda for the Future, also adopted at the Fifth International Conference, 6 and the relevant commitments and recommendations to promote literacy made in recent major United Nations conferences and at their five-year reviews with a view to better coordinating their activities and increasing their contribution to development;
- Topic(s)
- Education
- Governance & Rule of Law
Paragraph
A world fit for children 2002, para. 40.14
- Paragraph text
- [To achieve these goals and targets, we will implement the following strategies and actions:] Enhance the status, morale, training and professionalism of teachers, including early childhood educators, ensuring appropriate remuneration for their work and opportunities and incentives for their development.
- Body
- United Nations General Assembly
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2002
Paragraph
Access to rights-based support for persons with disabilities 2017, para. 79
- Paragraph text
- Contributions to the present report illustrate different ways in which States provide support in the area of communication. For example, Cuba has certified 455 sign language interpreters who work in coordination with the National Association of the Deaf, the Ministry of Education and the Ministry of Higher Education, while Colombia has set up an online relay centre that facilitates the communication of deaf persons with anyone in the country through interpretation services. Deaf persons can also learn to use information and communications technology and be trained as interpreters.
- Body
- Special Rapporteur on the rights of persons with disabilities
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2017
Paragraph
Activities of the Working Group 2014, para. 82o
- Paragraph text
- [States should also:] Guarantee a smooth transition from early childhood to primary and secondary educational facilities without discriminatory competitive placement systems (for example, common entrance examinations);
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Year
- 2014
Paragraph
Activities of the Working Group 2014, para. 84g
- Paragraph text
- [In recognition of the contribution of the continent of Africa and people of African descent to the development, diversity and richness of world civilizations and cultures that constitute the common heritage of humankind, States should, in collaboration with relevant United Nations bodies and agencies, particularly the United Nations Educational, Scientific and Cultural Organization (UNESCO) and international donors:] Put in place measures and procedures to prevent the media from perpetuating negative stereotypes.
- Body
- Working Group of experts on people of African descent
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Year
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 65
- Paragraph text
- Finally, national assessment systems for TVET can be used as leverage in valorizing social perceptions of TVET and their status, since they do not enjoy the esteem that would be commensurate with their importance for development. Instituting national awards in conjunction with an assessment of performance in TVET is an important step in that direction. The practice of rewarding TVET students in China is a good example.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 66
- Paragraph text
- It is up to States to adopt national assessment mechanisms which ensure that their education systems are in conformity with human rights law, including but not limited to those relating to the right to education.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2014
Paragraph
Assessment of the educational attainment of students 2014, para. 75
- Paragraph text
- In this context, the State of Gujarat in India is exemplary in taking steps towards abolishing the conventional "character" certificate, systematically delivered to all students at the end of primary or secondary education, and replacing it with an "aptitude" certificate, which shows the aptitude of students as appraised by teachers, parents and students themselves, allowing them to pursue secondary or higher education. This has the inherent advantage of motivating students to pursue studies based on their aptitude.
- Body
- Special Rapporteur on the right to education
- Document type
- Special Procedures' report
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2014
Paragraph
Assistance for humanitarian relief, rehabilitation and development for Timor-Leste (2003), para. 09
- Original document
- Paragraph text
- Emphasizing the need for continued international assistance to support the development of Timor-Leste in, inter alia, the education, health, agriculture, infrastructure, judicial, public administration and law enforcement sectors,
- Topic(s)
- Education
- Governance & Rule of Law
- Health
Paragraph
Assistance for humanitarian relief, rehabilitation and development for Timor-Leste (2004), para. 06
- Original document
- Paragraph text
- Emphasizing the need for continued international assistance to support the development of Timor-Leste in, inter alia, the education, health, agriculture, infrastructure, judicial, public administration and law enforcement sectors,
- Topic(s)
- Education
- Governance & Rule of Law
- Health
Paragraph
Assistance in mine action * (2008), para. 17
- Original document
- Paragraph text
- (c) Reliable, predictable and timely contributions for mine-action activities, including through national mine-action efforts and mine-action programmes of non-governmental organizations, including those relating to victim assistance and mine risk education, especially at the local level, as well as through the United Nations Voluntary Trust Fund for Assistance in Mine Action and relevant regional trust funds for assistance in mine action;
- Topic(s)
- Education
- Humanitarian
Paragraph
Assistance to Somalia in the field of human rights (2012), para. 30
- Original document
- Paragraph text
- 13. Commends Member States, inter alia, Turkey, that have extended generous education assistance, and invites Member States to follow that example, including in the provision of training programmes for Somali journalists to boost their prominent role in the promotion of human rights through public awareness campaigns in accordance with Human Rights Council resolution 10/32 of 27 March 2009;
- Topic(s)
- Education
Paragraph
Building a peaceful and better world through sport and the Olympic ideal (2014), para. 11
- Paragraph text
- Recalling that one of the main goals of the Olympic Winter Games and Paralympic Winter Games in Sochi is to symbolize peaceful and constructive dialogue among peoples through the realization of the Sochi 2014 cultural and educational programmes, aimed at promoting key values of different cultures through art, enhancing better understanding among diverse communities and encouraging mutual respect, and contributing to peaceful coexistence, and acknowledging in this regard the creation of the Russian International Olympic University in Sochi to serve as an educational platform for spreading Olympic knowledge, ideals and traditions, including the Olympic Truce, worldwide,
- Topic(s)
- Education
- Equality & Inclusion
- Governance & Rule of Law
- Social & Cultural Rights
Paragraph
Building a peaceful and better world through sport and the Olympic ideal (2015), para. 09
- Paragraph text
- Recalling its resolution 69/6 of 31 October 2014 on sport as a means to promote education, health, development and peace, in which it called upon future hosts of the Olympic Games and the Paralympic Games and other Member States to include sport, as appropriate, in conflict prevention activities and to ensure the effective implementation of the Olympic Truce during the Games,
- Topic(s)
- Education
- Equality & Inclusion
- Humanitarian
Paragraph
Building a peaceful and better world through sport and the Olympic ideal (2017), para. 10
- Paragraph text
- Recalling its resolution 71/160 of 16 December 2016 on sport as a means to promote education, health, development and peace, in which it called upon future hosts of the Olympic Games and the Paralympic Games and other Member States to include sport, as appropriate, in conflict prevention activities and to ensure the effective implementation of the Olympic Truce during the Games,
- Topic(s)
- Education
- Equality & Inclusion
- Humanitarian
Paragraph
Combating glorification of Nazism, neo-Nazism and other practices that contribute to fuelling contemporary forms of racism, racial discrimination, xenophobia and related intolerance (2018), para. 44
- Paragraph text
- 34. Recognizes the paramount role of education in combating racism, racial discrimination, xenophobia and related intolerance, especially in promoting the principles of tolerance, inclusion and respect for ethnic, religious and cultural diversity and preventing the spread of extremist racist and xenophobic mo vements and ideas;
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
Paragraph
Combating glorification of Nazism, neo-Nazism and other practices that contribute to fuelling contemporary forms of racism, racial discrimination, xenophobia and related intolerance (2019), para. 56
- Paragraph text
- 42. Recognizes the paramount role of education in promoting human rights and combating racism, racial discrimination, xenophobia and related intolerance, especially in promoting the principles of tolerance, inclusion and respect for ethnic, religious and cultural diversity and preventing the spread of extremist racist and xenophobic movements and ideas;
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
Paragraph
Combating glorification of Nazism, neo-Nazism and other practices that contribute to fuelling contemporary forms of racism, racial discrimination, xenophobia and related intolerance (2020), para. 42
- Paragraph text
- 22. Affirms its deep commitment to the duty of remembrance, and welcomes the call of the Special Rapporteur for the active preservation of those Holocaust sites that served as Nazi death camps, concentration and forced labour camps and prisons, as well as his encouragement to States to take measures, including legislative, law enforcement and educational measures, to put an end to all forms of Holocaust denial; 15
- Topic(s)
- Education
- Violence
Paragraph
Combating glorification of Nazism, neo-Nazism and other practices that contribute to fuelling contemporary forms of racism, racial discrimination, xenophobia and related intolerance (2020), para. 62
- Paragraph text
- 42. Recognizes the paramount role of education in promoting human rights and combating racism, racial discrimination, xenophobia and related intolerance, especially in promoting the principles of tolerance, inclusion and respect for ethnic, religious and cultural diversity and preventing the spread of extremist racist and xenophobic movements and ideas;
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
Paragraph
Combatting racist hate speech 2013, para. 32
- Paragraph text
- The school systems in States parties represent an important focus for the dissemination of human rights information and perspectives. School curricula, textbooks and teaching materials should be informed by and address human rights themes and seek to promote mutual respect and tolerance among nations and racial and ethnic groups.
- Body
- Committee on the Elimination of Racial Discrimination
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2013
Paragraph
Combatting racist hate speech 2013, para. 38
- Paragraph text
- The Committee recommends that educational, cultural and informational strategies to combat racist hate speech should be underpinned by systematic data collection and analysis in order to assess the circumstances under which hate speech emerges, the audiences reached or targeted, the means by which they are reached, and media responses to hate messages. International cooperation in this area helps to increase not only the possibilities of comparability of data but also knowledge of and the means to combat hate speech that transcends national boundaries.
- Body
- Committee on the Elimination of Racial Discrimination
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2013
Paragraph
Conditions of service and compensation for officials other than Secretariat officials: members of the International Court of Justice, judges of the International Tribunal for the Former Yugoslavia, judges of the InternationalTribunal for Rwanda and ad litem judges of the International Tribunal for the Former Yugoslavia (2002), para. 6
- Paragraph text
- 1. Endorses the observations and recommendations of the Advisory Committee on Administrative and Budgetary Questions contained in its report 2 with regard to the emoluments, the special allowance of the President and for the Vice- President when acting as President, the education grant, pensions and other conditions of service of the members of the International Court of Justice, the judges of the International Tribunal for the Former Yugoslavia, the judges of the International Tribunal for Rwanda and the ad litem judges of the International Tribunal for the Former Yugoslavia, without prejudice to the existing rules governing the conditions of service of the judges of the Tribunals;
- Topic(s)
- Education
- Governance & Rule of Law
Paragraph
Cooperation with Georgia, para. 13
- Paragraph text
- Expressing serious concern at the discrimination based on ethnic grounds, restrictions on education in one’s native language in both Georgian regions, and the reported mass demolition of houses of ethnic Georgians in the Tskhinvali region,
- Body
- United Nations Human Rights Council
- Document type
- Resolution
- Topic(s)
- Education
- Equality & Inclusion
- Social & Cultural Rights
- Year
- 2018
Paragraph
Declaration and Programme of Action on a Culture of Peace (1999), para. 003
- Original document
- Paragraph text
- Recalling also the Constitution of the United Nations Educational, Scientific and Cultural Organization, which states that “since wars begin in the minds of men, it is in the minds of men that the defences of peace must be constructed”,
- Topic(s)
- Education
- Equality & Inclusion
Paragraph
Discrimination against non-citizens 2004, para. 31
- Paragraph text
- [Recommends,] [Based on these general principles, that the States parties to the Convention, as appropriate to their specific circumstances, adopt the following measures:] Avoid segregated schooling and different standards of treatment being applied to non citizens on grounds of race, colour, descent, and national or ethnic origin in elementary and secondary school and with respect to access to higher education;
- Body
- Committee on the Elimination of Racial Discrimination
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2004
Paragraph
Discrimination against Roma 2000, para. 23
- Paragraph text
- [Recommends that the States parties to the Convention, taking into account their specific situations, adopt for the benefit of members of the Roma communities, inter alia, all or part of the following measures, as appropriate.] To take urgent and sustained measures in training teachers, educators and assistants from among Roma students.
- Body
- Committee on the Elimination of Racial Discrimination
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2000
Paragraph
Discrimination against Roma 2000, para. 25
- Paragraph text
- [Recommends that the States parties to the Convention, taking into account their specific situations, adopt for the benefit of members of the Roma communities, inter alia, all or part of the following measures, as appropriate.] To ensure adequate forms and schemes of education for members of Roma communities beyond school age, in order to improve adult literacy among them.
- Body
- Committee on the Elimination of Racial Discrimination
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2000
Paragraph
Discrimination against Roma 2000, para. 38
- Paragraph text
- [Recommends that the States parties to the Convention, taking into account their specific situations, adopt for the benefit of members of the Roma communities, inter alia, all or part of the following measures, as appropriate.] To develop educational and media campaigns to educate the public about Roma life, society and culture and the importance of building an inclusive society while respecting the human rights and the identity of the Roma.
- Body
- Committee on the Elimination of Racial Discrimination
- Document type
- General Comment / Recommendation
- Topic(s)
- Education
- Equality & Inclusion
- Year
- 2000
Paragraph